Learning

Teachers must teach in the same language that their students use and understand. These language skills, coupled with pedagogical content knowledge and instructional approaches, are essential for providing effective reading instruction.

Engaging businesses in the design and execution of workforce development activities helps ensure young people gain expertise and adopt the attitudes desired by their future employers. 

When students return to education, they may feel fear or anxiety regarding the pandemic. Educators will need to deploy existing skills in new ways and/or develop new skills to overcome such adversity and continue to thrive.

Learning to read in a language that they use and understand is a critical factor in determining whether children develop the strong literacy skills that are foundational for all later learning.

After Kenya closed schools in response to the pandemic, the Kenya Institute of Curriculum Development requested that eKitabu support students who are deaf by developing sign language videos that support early grade literacy for deaf children.

In March 2020 DevTech began planning to conduct a RERA in urban and peri-urban school communities receiving migrant Venezuelans. The Government of Colombia needed RERA data to implement flexible and effective models of education.

In the Democratic Republic of Congo, participants in the USAID DRC Integrated Youth Development Activity, implemented by the Education Development Center, have worked diligently to combat the spread of COVID-19 within the community. 

Distance learning is teaching and learning where educators and learners are in different physical spaces.